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This study demonstrates the use of multilevel modeling to examine influences on ratings of whole family functioning collected from multiple family members (N = 26,614) living in 11,023 families with 1 or more dependent children aged 0 to 24 years. Results indicate that 45.7% of the variance in ratings of whole family functioning was shared among family members, whereas 54.3% was nonshared. Family-level characteristics, such as socioeconomic status (SES), family structure and composition, and family well-being, accounted for 30.6% of between-family variation (i.e., shared perceptions). Individual-level characteristics, such as sex, age, dependent child status, education, and well-being, accounted for 5.6% of within-family variance (i.e., unique perceptions). There was significant between-family variation in the relationship between dependent child status and ratings of family functioning, and increased rating discrepancies among members of the same family were linked with higher levels of family SES. The findings attest to the validity of measuring whole family functioning directly from self-report ratings provided from multiple family members. However, caution is warranted when assessments are available only from single respondents. [ABSTRACT FROM AUTHOR]

Evaluates the influence of neighborhoods and socioeconomic disadvantage on behavioral problems of children in Canada. Predictors of behavioral problems; Assessment of behavioral problems of children from well-off families living in disadvantaged neighborhoods; Evaluation of children from poor families living in advantage neighborhoods.

Examines factors associated with the utilization of universally available school-based parent training. Importance of parent training in the management of children with disruptive behavior; Factors associated with enrollment level; Calculation of a stepwise multiple regression equation; Barriers associated with lower participation in clinic-based interventions.

The goals of the study were to examine test-retest reliability, informant agreement and convergent and discriminant validity of nine DSM-IV-TR psychiatric disorders classified by parent and youth versions of the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID). Using samples drawn from the general population and child mental health outpatient clinics, 283 youth aged 9 to 18 years and their parents separately completed the MINI-KID with trained lay interviewers on two occasions 7 to 14 days apart. Test-retest reliability estimates based on kappa (κ) went from 0.33 to 0.79 across disorders, samples and informants. Parent-youth agreement on disorders was low (average κ = 0.20). Confirmatory factor analysis provided evidence supporting convergent and discriminant validity. The MINI-KID disorder classifications yielded estimates of test-retest reliability and validity comparable to other standardized diagnostic interviews in both general population and clinic samples. These findings, in addition to the brevity and low administration cost, make the MINI-KID a good candidate for use in epidemiological research and clinical practice. (PsycINFO Database Record [ABSTRACT FROM AUTHOR]

Individuals with psychiatric disabilities experience 90% unemployment rates; however, individuals experience 61% employment rates when engaged in high-fidelity individual placement and support programs. To build on current research of variables influencing employment outcomes, we hypothesized that an Incentive factor and a Barrier factor are related to employment status. This mixed method study developed the Employment Commitment Measure (ECM) and explored the correlation between employment commitment and employment status. Method: In our 1st phase of this mixed method study, we developed the ECM consisting of an Incentive factor with 5 items and a Barrier factor with 6 items through community-based participatory research. In our 2nd phase of this mixed method study, 198 randomly picked individuals with psychiatric disabilities completed a demographic survey and the ECM. We completed independent sample t tests with Bonferroni correction, cross-tabulated chi-square analyses, confirmatory factory analysis, Cronbach's alpha tests, a logistic regression, and a slope plotting. Results: The ECM consists of 11 items, with 5 items loading on an Incentive factor and 6 items loading on a Barrier factor. Results indicated that the Incentive factor scores with associated with employment status and significant differences on Incentive factor scores between employed and unemployed participants. Results indicated nonsignificant differences between employed and unemployed participants by age, education, gender, ethnicity, housing, mental health tenure, and agency tenure. Conclusions: Our findings indicated incentives for employment may provide a better guide for correlations of and commitment to employment when compared to barriers. We discuss the implications for employment for individuals with psychiatric disabilities. [ABSTRACT FROM AUTHOR]

Objective: Many people with psychiatric disability have educational goals. In this paper, we survey a sample to describe the frequency of academic interests, specific goals related to this interest, and barriers that undermine education. Methods: One hundred and four people from a large Midwestern mental health center completed the Educational Goals Survey (EGS) which was developed with feedback from two consumer focus groups. Results:Almost two thirds of respondents never got beyond high school education. Of this group, 54.5% wanted to go back to school. Reasons for returning to school included improving one's job status and enhancing personal growth. Conclusions: Two sets of barriers emerged from the data; those which are consistent with any adult student and those which must be addressed because of disability. We make sense of these data by comparing results with the U.S. Census where appropriate. [ABSTRACT FROM AUTHOR]